By James Arthur
Citizenship via Secondary heritage unearths the potential for background to interact with citizenship schooling and comprises: a evaluate of the hyperlinks among citizenship schooling and the instructing and studying of historical past an research of the way citizenship schooling is characterized, elevating key matters approximately what may and will be completed a critique of the self-discipline and the pitfalls to prevent in instructing citizenship via background case studies offering functional educating feedback. heritage educating is on the forefront of citizenship schooling - the earlier is the springboard from which voters discover ways to imagine and act. This ebook bargains optimistic and direct how you can get entangled within the considering that needs to underpin any useful citizenship schooling, for all expert academics, scholar lecturers in background, policy-makers, heads of division and principals.
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Extra resources for Citizenship Through Secondary History (Citizenship in Secondary Schools)
This concern has led to increasing discussion of citizenship education in relation to: values education and pupils’ spiritual, moral, social and cultural (SMSC) development; pupils’ experiences of personal, social and health education (PSHE) and their preparedness for life in modern society, as citizens, parents, consumers, employers and employees (Pearce and Hallgarten, 2000). The Citizenship Advisory Group was keenly aware of this broader debate and made a point of addressing it directly. The proposed deﬁnition of citizenship education, though set within the political tradition from Greek and Roman times, very much addressed the needs of modern democratic society.
The group then consulted on the initial report and produced a final report in September 1998, once more in line with QCA’s timetable. This reiterated the main points from the initial report, amended in the light of the consultation, and contained detailed proposals for a framework for citizenship education in schools based on learning outcomes (QCA, 1998). Citizenship Advisory Group: key debates, definition and recommendations The nature of the tasks and ﬁerce time scale forced the group to ﬁnd answers to a number of key debates concerning citizenship education in a very short space of time.
The remit of the groups was similar. Each group was asked to produce a report on its particular area, to be considered as part of the review of the National Curriculum. In addition, following the work of the National Forum for Values in Education and in the Community, QCA had begun piloting guidance on pupils’ spiritual, moral, social and cultural development (SMSC). These initiatives were collectively referred to, in the review process, as the ‘new agenda’. The task of considering how these initiatives might be included in the revised National Curriculum was undertaken by QCA, which set up a co-ordinating committee for this purpose, the cumbersomely titled Preparation for Adult Life (PAL) group.